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UNDERGRADUATE THESIS
by
Eka Rustiawati
Nim. 13250024
Allah ‘Azza wa Jalla who has given me a strength to finish this thesis
My beloved parents, Mr. Suroto and Mrs. Musinem, Mrs. Juriyah, my
brother Julian Triono. Thanks for their love, prayer, helped,
motivation and support.
My inspiring advisors : Hj. Renny Kurnia Sari, M.Pd and Gita
Andriani, M.Pd who has educated, supported, helped, suggestion and
recommendation to me in accomplishing this thesis from beginning
until the and. Thanks for their patience
All of lecturers, especially the lecturers of English Education study
program of UIN Raden Fatah Palembang
The validators : Deta Desvitasari, M.Pd., Winny A Riznanda, M.Pd.,
and Beni Wijaya, M.Pd.
The raters : Eka Sartika, M.Pd., Winny A Riznanda, M.Pd and Beni
Wijaya, M.Pd.
My examiners : Dian Erlina, S.Pd, M.Hum and Janita Norena, M.Pd.
The teachers and staff of MTsN 1 Palembang, especially Dra.
Nurhayati RW.
My beloved friend Dwi sri susanti, Dian fitriani, Anggun Ria Larasati,
Dian haryuni, Apni Sutri Lika, Esi Kustiara, Ceria Agustina, Hartika
Yusnia, and Siti Hardianti Rukmana.
All of my friends at PBI, especially PBI 01/2013 who can not
mentioned one by one. Thanks for the support.
MOTTO
_WRITER_
ACKNOWLEDGEMENTS
All praise to the God, the researcher could finish writing her thesis. This
thesis is writen to fulfill of the requirements for obtaining Sarjana Degree (S1) in
English Education Study Program, Tarbiyah Faculty, UIN Raden Fatah
Palembang.
Palembang 2018
E. R
i
ABSTRACT
The objectives of this study were to find out: (1) whether or not there was a
significant improvement in speaking achievement between before and after the
students were taught by using personal picture collages to improve students’
speaking achievement of seventh grade students at MTsN 1 Palembang, and (2)
whether or not there was a significant difference in speaking achievement between
the students who were taught by using personal picture collages to improve
students’ speaking achievement and those who were not. The sample of this study
was 43 seventh grade students of MTsN 1 Palembang, which were divided into
control and experimental groups, and each group had 43 students. The technique
of selecting the sample was convenience sampling. To collect the data, each group
was given a pretest and a posttest. The data analyses used paired and independent
sample t-test. The results of this study showed that (1) the p-output (Sig. 2 tailed)
was 0.002 and t-obtained was 5.412 at the significance level at 0.05 in two tailed
testing with df= 42. It means that there was significant improvement on students’
speaking achievement after the students were taught by using personal picture
collages to improve students’ speaking achievement, and (2) the t-obtained was
4.455 and p-output was 0.000 at the significance level 0.05 in two tailed testing
with df=84. It means that the use of personal picture collages in teaching speaking
has significant effects on the students’ speaking achievement.
Keywords: descriptive monologue, personal picture collages, speaking
achievement
ii
TABLE OF CONTENTS
ACKNOWLEDGEMENT ................................................................................... i
CONTENTS ........................................................................................................ ii
ABSTRACT ........................................................................................................ v
I. INTRODUCTION
1.1 Background......................................................................................1
iii
3.2 Research Variable............................................................................23
3.5.2 Pre-test...........................................................................................27
3.5.3 Post-test.........................................................................................27
3.8.3.1 Normality....................................................................................35
3.8.3.2 Homogeneity...............................................................................35
iv
IV. FINDINGS AND INTERPRETATIONS
Groups.........................................................................................44
4.2 Interpretations...................................................................................46
5.2 Suggestions...................................................................................... 50
REFERENCES ........................................................................................... 52
APPENDICES
v
LIST OF TABLES
vi
LIST OF APPENDICES
Appendix 4 Syllabus
vii
CHAPTER I
INTRODUCTION
study; (1.3) objectives of the study; and (1.4) significance of the study.
1.1. Background
countries.
English has four skills that must be learned by the students. They
are listening, speaking, reading and writing. Khameis (2006) states “the
together in every English class, even in the EFL context” (p. 111). It is
1
2
divided into two kinds of skills in English. There are receptive and
ways how people acquire the meaning from the discourse that they see or
hear. This kind of processing applies in reading and listening” (p. 199).
active skill which the learners need to produce the language by their own.
master the English language, students should be aware and they must also
contexts” (p. 16). It means that the students have to realize the importance
can share their knowledge, ideas and experiences with other through
speaking.
so they may feel not confidence with their self to practice their English
grammar, lack of students’ idea and students could not imagine something
that could be used in their speaking, the students were very shy and afraid
vocabularies which made them difficult to pronounce the word. After that,
could be seen from the students’ speaking score. The fact showed that
there were many students who got the scores was only 67-70. It was still
far from KKM (criteria of minimum score) that should reach 75. Hence,
reaching the learning achievement” (p. 10). It shows that, the teachers do
their English speaking skill, the teachers should apply an enjoyable and
fun technique which make the students feel interested to the lesson.
teachers’ way to communicate with the students. Media can also be said as
any devices that help the teacher to make things being learnt and discussed
help both the teacher to teach more reflectively and the learner to grasp the
concepts more effectively” (p. 18). Thus, it is not only helping the teacher
to communicate and give information to the students but also to give some
activity that can be done in the class such as describing people, describing
a route, guessing games, gap filling, and letter writing (as cited in Astrid,
2011, p. 183). With the describing picture, they can reflect on image, when
they see. Hence, if they can express their ideas of course they will speak
Palembang”.
who are taught by using personal picture collages and those who
English language learning and will be beneficial for students, teachers, and
For the students, the result of this study can motivate the students
For the teachers, it will also help the teachers in that school to
apply this method when teaching speaking achievement and can prefer the
For the researcher, the results of this study are expected to increase
future research.
CHAPTER II
LITERATURE REVIEW
This chapter presents: (2.1) the concept of speaking; (2.2) the components
teaching media; (2.5) the concept of Personal Picture Collages; (2.6) the
person who has the ability to speak well would be able to communicate
effectively with other (as cited in Pramaditha, 2015, p. 69). From those
speaking skill area” (p. 271). Those six categories are as follows: (1)
8
9
very short conversation, standard greeting and small talk, simple request
and comments; (4) transactional (dialogue) it is carried out for the purpose
the form of oral reports, summaries, and story telling and short speeches.
Moreover, Liddicoat and Scarino (2009) state “there are three basic
development of speaking skill” (p. 68). They are free discussion, role-play
and gap activities. In free discussion activity, the students will talk about a
information which the other learners do not have. These kinds of tasks
vocabulary, pronunciation, and fluency” (p. 5). And then, the explanation
ideas both oral and written form if they do not have sufficient
with the phonological process that determine how sounds vary and
pattern in language.
ability to speak fluently and accurately” (p. 4). And then, the signs of
number of pauses and “ums” or “ers”. These signs indicate that the
speaker does not have to spend a lot of time searching for the language
59). It means that teaching becomes the main goal of many learners to help
communication.
12
speaking rather than leading students to pure memorization (p. 5). Thus, it
students.
principles for teaching speaking” (p. 16). Some of which are explained as
follows;
1. Give students practice with both fluency and accuracy it means that at
means using the target language correctly and fluency is using language
quickly and confidently. The teacher should not emphasize on any one
So, teacher talk time should be less and student talk time should be
more. It is important for language teachers do not take up all the time.
Pair work and group work can be used to increase the amount of time
that learners get to speak in the target language during the lesson. In
this way, the students will get chance to interact and practice the
Media can also be said as any devices that help the teacher to make
Sanaky (2014), “ media intend to help both the teacher to teach more
reflectively and the learner to grasp the concepts more effectively” (p. 18).
information to the students but also to give some responses and carry out
learning media as a tool in the learning process” (p. 18) . There are as
follows:
learning, and
as follows:
spoken word narrative of teachers, learners are not bored, and teachers
explanation of the teacher alone, but also other activities that do such
important role in English teaching and learning process. Media are not
only able to be the teacher’s language but also help adding elements of
reality and motivate the students by bringing the slice of real life into the
media are very useful and really needed for the teaching and learning
process.
are as follows: (1) interest and motivation; (2) easy to prepare; (3) easy to
organize; (4) meaningful and authentic: students are going to gain more if
16
the language they use is vital to the situation and they use the language
picture collages can help them to develop their ability in speaking English
Collage in teaching speaking English” (p. 55). The steps are as follows:
b. The collage can be made of pictures they cut out of magazines, their
own picture, their own drawing, texts cut from magazines, etc. or real
things which can be stuck down, for example, tickets for the theatre.
concerns: they may have to use the dictionary or refer to the teacher for
help.
e. The teacher helps the students to describe the material and give an
appreciation to the students that have the best reports to the picture.
The reason I use some the step of the method because the students
must give twice presentation about the permormance of their self and their
friends so that’s why the step until the students prepare to speak about
However, the method still appropriate for the seventh grade students.
17
can be from the physical appearance, the smell, the sound or voice or the
thing orally to give clear pictures about the parts, qualities and
characteristics of them.
going to be described.
something to describe.
follows: (1) Using the Simple Present Tense, (2) Using an adjectives and
compound adjectives, (3) Using of linking verbs / relating verbs (4) Using
(p. 9).
18
My Pet
breed. It is small, fluffy, and cute. It has got thick brown fur. When, I
cuddle it, the fur feels soft. Brownie does not like bones. Every day it eats
soft food like steamed rice, fish or bread. Every morning I give her milk
and bread. When I am at school, Brownie plays with my cat. They get a
long well, and never fight maybe because Brownie does not bark a lot. It
treats the other animals in our house gently, and it never eats shoes.
There are three previous studies related to this research. The first
research was written by Asfa (2010). The purpose of this study is to know
according to data from the result of test and observation that have been
problem faced by the teacher and the students in teaching learning process
suggest some possible solutions of the problems. Based on the result of the
study, it suggested that teaching using still pictures could improve their
The third research was conducted by Hasan (2015). The aims of this
group discussion to increase speaking skills for the first grade students of
speaking skill through pictures and group discussion. Based on the result
of the study, using picture and group discussion can increase the student’s
2.8. Hypotheses
taught by using personal picture collages and those who are not of
MTsN 1 Palembang.
taught by using personal picture collages and those who are not of
MTsN 1 Palembang.
problems investigated. To test the hypotheses, the writer will use the 95%
the teacher use lecturing method in teaching the students; they give the
at MTsN 1 Palembang.
CHAPTER III
and Wallen (2012) state “Quasi experimental designs do not include the
equivalent Group Design. There are two groups, they are experimental and
control group which both are given pretest and posttest. The experimental
group is given treatment by using personal picture collages, but the control
group is not.
Experimental : O1 X O2
Control : O3 O4
Where:
22
23
collages
In this study, there are two terms of variables that are frequently
and (b) varies among individuals or organization studied” (p. 112). Cohen,
this study, the writer tries to improve the speaking skill to the seventh
3.4.1. Population
that has a quality and certain characteristics that have been decided by
25
The population in this study was all of the seventh grade students
following table:
1 VII.A 43
2 VII.B 44
3 VII.C 43
4 VII.D 44
5 VII.E 44
6 VII.F 44
7 VII.G 43
8 VII.H 43
TOTAL 348
3.4.2. Sample
115).
group and control group. Then the teacher recommended class VII.A and
VII.E since they have the same criteria, both of experimental group and
control group sample are taught by the same teacher and same the
students.
3.5.1. Test
by using personal picture collages. There are two kinds of test in this
study, they are pre-test and post-test. The test items in the pre-test are same
3.5.2 Pre-test
Collages.
3.5.3 Post-test
after pre-test and treatment. This test aims to measure students’ speaking
achievement after treatment. The result of this test will be compared with
Validity test is carried out to measure whether the instruments for pretest
or post-test activities are valid or not” (p.147). There were two kinds of
text in daily
life context
of
descriptive
with theoretical expectations” (p. 162). It means that the test could be
by referring the aspect that would be measured with the theories of those
The result analysis of instrument and lesson plan could be used with
some revisions from the three validators. The three validator were
involved in this study based on three criteria: (1) they graduated from
master degree of English Study program, (2) had five years teaching
research treatments.
30
score obtained-how consistent they are for each individual from one
another” (p. 154). The test will be done in speaking test form.
measured as the result of three expert judgement. The result showed that
speaking test with the instruction, topic, time allocation, content, and rubric
were appropriate. It means that speaking test was reliable. The following
6 (∑ 𝑑2 )
P=1-
. 𝑁 (𝑁 2 − 1)
Where:
N : Number of Sample
31
In analyzing the data, t-test was used to find out the significance
class, t-test was used to compare two means. The data were analyzed by
using the Statistical Package for Social Science (SPSS) type 22. Moreover,
were given pretest and posttest. The test was in the form of speaking test.
The same instruments test was used in pretest and post test for
rubrics from Harris (1975, p. 84) wass used. There are five components
fluency, and comprehension. The highest score in each aspect was 5, while
to get the score that was appropriate with the grading system and they
25 is very good score, and those who get the score 16 to 20 is good.
Moreover, for those who get score from 11 to 15 is average. Furthermore, for
those who get score from 6 to 10 is poor. Finally, the students who get the
Package for Social Science (SPSS) type 22. In this case, I used paired
scores between the result of pre-test and post-test in experimental group using
whether or not there was any significant difference on the seventh grade
VII.A only while VII.E was only given pretest and posttest. The treatment
was given two times a week, so there are ten meetings altogether. Each
meeting takes 90 minutes (2x 45). I applied personal picture collages method
to the students and the materials of describing object were taken from some
Research Time
No Day / Date Material Treatment Allocation
Meeting
Experimental Control Pre- test
Group Group
1. Thursday, March Thrusday, Describing 1st 2x45”
29th March 29th Events
2. Wednesday, April - Describing 2nd 2x45”
4th Someone’ s
Job
3. Thrusday, April - Describing 3rd 2x45”
5th Pets
4. Wednesday, April - Describing 4th 2x45”
11th Country
5. Thrusday, April - Describing 5th 2x45”
12th Family
Member
6. Wednesday, April - Describing 6th 2x45”
18th Items
7. Thrusday, April - Describing 7th 2x45”
19th Clothes
8. Wednesday, April - Describing 8th 2x45”
25th Wild
Animals
9. Thrusday, April - Describing 9th 2x45”
26th Mamals
10. Wednesday, May - Describing 10th 2x45”
02nd Tourism
34
Place
11. Thrusday, May - Describing 11th 2x45”
03rd Idol
12. Friday, May 04th Friday, May Post- test 12th 2x45”
04th
In data description, there were two analyses to be done. They were; (1)
were obtained from students’ pretest and posttest scores in experimental and
control group.
the data obtained is normal and homogenous. The following is the procedures
in pre-requisite analysis.
35
are classified into normal whenever the p-output is higher than 0,05 (Flynn,
2003). To test the normality, the writer used Kolmogorov Smirnov in SPSS
program. The normality test is used measure students’ pretest and posttest
difference at 0.05 levels” (as cited in Herlina and Holandyah, 2015, p, 117).
The homogeneity test is used to measure students’ pretest and posttest scores
follows:
36
is higher 0.05 than t value is lower than t table (2.016), while the
tailed) is lower than 0.05 and obtained is higher than t-table (2).
output (Sig. 2-tailed) is higher than 0.05 than 0.05 t-value is lower
whenever the p-output (Sig. 2-tailed) is lower than 0.05 and t-obtained
4.1 FINDINGS
This section describes the results of the pre-test and post-test scores
from the samples before and after the experiment. The test of the pre-test
and post-test were the same. There was only one direct question in the
4. 1. 1 Data Descriptions
statistics in the form of scores were obtained from students’ pretest and
and percentage were got from the students’ pretest and posttest scores in
37
38
21-25 Excellent - - - -
1-5 Failed - - - -
Based on the table above, it was found that the total number of sample was
43 students in pretest control group. There was one student (2.3%) in good
(62.7%) in poor. After posttest had been done to control group. There was one
21-25 Excellent - - - -
1-5 Failed - - - -
Based on the table above, it was found that the total number of sample was
category, twenty seven students (62.7%) in Poor category. After posttest had been
done to experimental group. There were two students (4.6%) in good category,
thirty students (69.7%) in average category, and eleven students (25.5%) in poor
category.
statistics were got from the students’ pretest scores in control group, students’
and students’ posttest scores in experimental group. They were presented below:
40
in two groups, it showed that the total number of sample was 43 students. The
minimum Pretest scores was 7, the maximum score was 16, the mean score was
10.05 and the standard deviation was 2.309. The minimum Posttest scores was 7,
the maximum score was 16, the mean score was 10.21 and the standard deviation
group, it showed that the total number of sample was 43 students. The minimum
Pretest scores was 7, the maximum score was 15, the mean score was 9.88 and the
standard deviation was 1.880. The minimum Posttest scores was 7, the maximum
score was 17, the mean score was 11.82 and the standard deviation was 2.221.
41
Before analyzing the data, prerequisite analysis has been done to see
and the result were analyzed. The scores were got from: (a) students’ pretest and
posttest score in control group and (b) students pretest and posttest score in
experimental group. The data are considered normal whenever it is higher than
0.05.
Deviation Smirnov
Based on the normality test of the students’ pretest and posttest score in
control group. It was found that the significance level of normality test of the
students’ pretest score in control group was 0.186 and posttest score was 0.273 .
From the result of the output, it could be stated that the obtained data is normal,
because it is higher than 0.05. The statistics calculation of normality can be seen
in table 9.
Based on the normality test of the students’ pretest and posttest score in
experimental group. It was found that the significance level of normality test of
the students’ pretest score in experimental group was 0.167 and posttest score was
0.106. From the result of the output, it could be stated that the obtained data is
normal, because it is higher than 0.05. The statistics calculation of normality can
be seen in table 9.
significant, and the result were analyzed. The scores were got from: (a) students’
pretest and posttest score in control group and (b) students pretest and posttest
pretest and prettest score in control group. It was found that the significance level
of homogeneity test of the students’ pretest and pretest score in control group and
experiment was 0.717. From the scores, it could be stated that the obtained data is
posttest and posttest score in experimental and control group. It was found that the
significance level of homogeneity test of the students’ posttest and posttest score
in experimental and control group was 0.126. From the scores, it could be stated
that the obtained data is homogenous, because it is higher than 0.05. The statistics
To know the significant improvement, the paired sample t-test was used
for testing students’ pretest and posttest in experimental group. The significant of
and t-obtained is higher than t-table (2.016). While the significant of experimental
group is rejected when the p-output (Sig.2-tailed) is higher than 0.05 than t-value
is lower than t-table (2.016). The further calculation of the paired sample t-test
Group
(Pretest-
From table , it can be seen that the p-output 0.000 and t-obtained 5.412 at
the significance level p < 0.05 in two tailed testing with df= 42. The p-output was
0.000 < t-value and t-obtained 5.412 > 2.016. It can be concluded that the
significant improvement was accepted because the p-output was lower than
significant level 0.05 and the t-value was higher than 2.016. The result of
45
hypothesis testing was the null hypothesis was rejected and the alternative
hypothesis was accepted. It means that there was a significant improvement on the
students who using Personal Picture Collages and those who are not, an
independent sample t-test was used for testing students’ posttest scores in
accepted whenever the p-output (Sig. 2-tailed) is lower than 0.05 and t-obtained is
higher than t-table (1.987). While the significant difference is rejected when the p-
output (Sig.2-tailed) is higher than 0.05 than t-value is lower than t-table
(Control-
From table , it can be seen that the p-output was 0.000 and the value of t-
obtained was 4.455 at the significance level p > 0,05 in two tailed testing with df
= 84, the critical value of t-table = 4.455 (4.455 > 1.987). The significant
difference is accepted whenever the p-output (Sig.2-tailed) is lower than 0.05 and
t-obtained is higher than t-table (1.987),since the p-output was lower than 0.05
and the value of t-obtained was higher than the critical value of t-table, the result
of hypothesis testing was null hypothesis was rejected and the alternative
hypothesis was accepted. In short that there was a significant difference on the
students’ speaking achievement between the students who are taught by using
Personal Picture Collages in experimental group and those students who are not in
control group.
4.2 Interpretations
Based on the findings above, the value of this study were made based on the
result of data analyses. The treatment by using personal picture collages was
given to experimental group while the control group was taught by their English
teacher method. Based on the result of paired sample t-test on the pretest and
posttest in experimental group, the t-obtained exceeded t-table and p-output was
lower than p-value. It means that strategy can improve the students speaking
achievement. Therefore, the students got higher score after the treatment. Hofman
and Dijskrta informed that the improvement of the school and the student
independent sample t-test on post test results in experimental and control group, it
was found than the t-obtained was higher than t-table and p-output was lower that
p-value. It means that there was a significant difference on the students who are
taught by using personal picture collages and those who were not. The
implementation of that strategy in experiment group made the students get more
knowledge, know about new vocabulary and are easy to describe something.
activities to describe part of study of a subject area which interests the students
and involves language is of value in language teaching” (p. 54). It gives the
object, it can be a stimulant for students to produce words actively. This method
can be supported by the study conducted by Asfa (2010) revealed using describing
picture in the English teaching and learning process of speaking was effective to
improve the students’ speaking skills and according to data from the result of test
and observation that have been done and analyzed, it showed indicators that using
effective. Sari (2008) also found that using still picture to improve their fluency
Moreover, there are some benefits of personal picture collages in the process
of teaching speaking. According to Wright (1989), the benefits are as follows: (1)
interest and motivation; (2) easy to prepare; (3) easy to organize; (4) meaningful
and authentic: students are going to gain more if the language they use is vital to
the situation and they use the language appropriately or indeed in appropriately”
48
(p. 7). It means that personal picture collages can help them to develop their
collages was effective in improving the students’ speaking achievement and it was
very influential for teaching speaking on the seventh grade students of MTsN 1
Palembang.
CHAPTER V
5.1 Conclusions
taught using personal picture collages were higher than students’ posttest
scores who were taught using teacher method in that school. It could be
49
50
5.1. Suggestions
using the technique and media learning that are interesting to be applied in
speaking, not only in the class but also outside of the class. The students
can use personal picture collages to help them to describe pictures orally.
Besides that, they must develop some aspects in speaking skills such as
Finally, for the next researcher, they can use this study for the
theoritical reference and use the larger sample to represent the whole
junior high school students and it can be used for other teaching activities,
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APPENDIX 1
INTERVIEW TRANSCRIPT
R : Lalu Apa saja mam masalah yang sering dihadapi siswa dalam belajar
bahasa Inggris?
R : lalu kesulitan atau kendala-kendala apa saja yang sering mam temui saat
pelajaran berlangsung dengan menggunakan model pembelajaran?
ET : Kesulitan yang sering saya temui itu dari siswanya. Misalnya masih ada
beberapa siswa yang masih kurang percaya diri ketika mengikuti
pembelajaran atau malu-malu kalau misalnya bergabung dengan teman-
temannya yang lain, mungkin karena tidak terbiasa dengan diskusi diluar
kelas sehingga ada beberapa siswa yang agak canggung dan kebingungan
ketika saya menerapkan model pembelajaran tertentu. Pola pikir siswanya
masih banyak yang terlalu monoton atau kurang cepat menangkap
pelajaran sehingga kadang-kadang membutuhkan waktu lama untuk
menerapkannya karena waktu pembelajarannya rata-rata hanya 2x45
menit, dengan kata lain, waktu untuk menerapkan model itu saya rasa
kurang karena memang membutuhkan waktu yang agak lama.
R : eehhm, iya mam rencana nya Eka akan menerapkan model pembelajaran
menggunakan media describing personal picture collages dalam penelitian
Eka di sekolah ini mam. Nah tujuan dari model pembelajaran ini untuk
membuat siswa lebih mudah menggambarkan sesuatu dan membuat proses
belajar mengajar menjadi senang dan tidak membosankan.
ET : ohh, iya boleh dicoba Eka, siapa tahu model pembelajaran yang akan
kamu lakukan itu bisa meningkatkan nilai speaking mereka. Dan nanti,
saya juga bisa mengaplikasikannya dalam proses belajar mengajar bahasa
inggris terutama pada speakingnya.
R : oke, mam terimakasih atas waktunya karena sudah mau berbagi dan
berbincang mengenai proses belajar mengajar bahasa inggris yang mam
ajarkan.
Directions :
1. Please make a collage of pictures that you cut out of magazines, your own
picture and your own drawing.
2. Please speak clearly and loudly at least 2 minutes about a collage of
picture that you have been made.
3. Your speaking will be rated in 5 aspects :
a. Pronouncation:
1). Pronunciation problem so severe as to make speech unintelligible.
2). Very hard to understand because of pronunciation problem most
Frequently be asked to repeat.
3). Pronunciation problems necessitate concentrated listening and
Occasionally lead to understanding
4). Always intelligible though one is conscious of a definite accent
5). Speech is fluent and effortless as that native speaker.
b. Vocabulary
1). Vocabulary limitations so extreme as to make conversation
virtually impossible.
2). Misuse of words and very limited vocabulary make comprehension
quite difficult.
3). Frequently use the wrong word, conversation somewhat limited
because of inadequate vocabulary.
4). Sometimes use inappropriate terms and must rephrase ideas,
because of inadequate vocabulary.
5). Use of vocabulary and idiom virtually that is of native speaker
c. Fluency
1). Speech is so halting and fragmentary as to make conversation
virtually impossible.
2). Usually hesitant often forced into silence by language problems.
3). Speed and fluency are rather strongly affected by language
problems.
4). Speed of speech seems rather strongly affected by language
problems.
5). Speech is fluent and effortless as that of native speaker.
d. Comprehension
1). Can not be said to understand even simple conversation in English
2). Has great difficulty following what is said can comprehend only"
social conversation" spoken slowly and with frequent repetition.
3). Understand most of what is said at slower that normal speed with
repetition.
4). Understand nearly everything at normal speed although
occasionally repetition may be necessary
5). Appear to understand everything without difficulty.
e. Grammar
1). No more than two errors during the dialogue.
2). Few errors, with no patterns of failure.
3). Frequent errors showing some major patterns uncontrolled and
causing occasional irritation and misunderstanding.
4). Constant errors control of very few major patterns and frequently
preventing communication.
5). Grammar almost entirely in accurate phrases.
Table 1
The Classification of Speaking Categories Students’ Score
Grade/Semester : VII/II
I. Standard Competence
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana yang berbentuk descriptive teks untuk berinteraksi dengan
lingkungan sekitar.
III. Indicator:
1. Make short decriptive monologue in spoken language
(Source: When English Rings a Bell for Junior High School Students year VII,
page 70)
X. Scoring:
Appear to understand
5 everything without
difficulty.
Understand nearly
4 everything at normal
speed
although occasionally
repetition may be
necessary
Comprehension Understand most of what
is said at slower that
3 normal speed with
repetition.
Has great difficulty
following what is said can
2 comprehend only" social
conversation" spoken
slowly and with frequent
repetition.
Can not be said to
1 understand even simple
conversation in English
Grammar almost entirely
5 in accurate phrases.
Constant errors control of
very few major patterns
4 and frequently preventing
communication.
Frequent errors showing
Grammar some major patterns
3 uncontrolled and causing
occasional irritation and
misunderstanding.
Few errors, with no
2 patterns of failure.
No more than two errors
1 during the dialogue.
Source : David P. Harris, Testing English as a Second Language, Page 84
Pretest_Control
pretest_Experimen
Posttest_Control
posttest_Experimen
Std.
N Range Minimum Maximum Sum Mean Deviation Variance
pretest_Experime
43 8 7 15 425 9,88 1,880 3,534
n
posttest_Experim
43 10 7 17 510 11,86 2,221 4,932
en
Valid N (listwise) 43
APPENDIX 10
pretest_control posttest_control
N 43 43
Normal Parametersa,b Mean 10,05 10,21
Std. Deviation 2,309 1,922
Most Extreme Differences Absolute ,186 ,148
Positive ,186 ,131
Negative -,118 -,148
Test Statistic ,186 ,148
Asymp. Sig. (2-tailed) ,001c ,019c
pretest_Experim posttest_Experi
en men
N 43 43
Normal Parametersa,b Mean 9,88 11,86
Std. Deviation 1,880 2,221
Most Extreme Differences Absolute ,167 ,106
Positive ,167 ,098
Negative -,112 -,106
Test Statistic ,167 ,106
Asymp. Sig. (2-tailed) ,004c ,200c,d
,577 5 34 ,717
ANOVA
Ss_score
1,821 6 32 ,126
ANOVA
Ss_score
N Correlation Sig.
Paired Differences
95% Confidence
Pair 1 pretest_Experim
-
en - -
1,97 2,395 ,365 -2,714 -1,240 42 ,000
posttest_Experi 5,412
7
men
Group Statistics
1. Photos of interview
2. Photos of Treatment